Our Guiding Principles
- High Quality, Child-Centered Opportunities
- Equitable Access
- Family Engagement
- Authentic Collaborations for Transformational Systems Change
- Commitment and Sustainability
Educational Child Outcomes
Our classroom activities are individualized and are developmentally appropriate for the age of children. Children are given opportunities to learn through a combination of self-initiated and teacher directed activities.
Curriculum
We implement curriculum according to developmentally appropriate practices, California State Learning Foundations for Preschool, Head Start Performance Standards, and The Head Start Child Development and Early Learning Framework. The preschool program education provides children with opportunities to develop the skills and confidence necessary to succeed in Head Start and be prepared for kindergarten.The Creative Curriculum is implemented in all preschool classrooms.
It is scientifically based and links to the California State Department of Education Preschool Learning Foundations and the Head Start Early Learning Outcomes Framework. This comprehensive curriculum includes teaching methods that are strength based and appropriate for all children. It promotes development in language, literacy, mathematics, science, creative arts, social emotional, approaches to learning, physical, and health skills appropriate for all children, including dual language learners, and children with special needs.
Classroom Learning Environment
The classroom is set up into specific interest areas to support the curricula and allow children to find and use materials of particular interest to them. When you visit your child's classroom, please ask the teacher to explain the classroom learning areas that your child will be experiencing. The preschool interest areas consist of blocks, dramatic play, toys and games, arts, library, discovery, sand and water, music and movement, and computers.
Individualizing the Education Program for Children
Our Programs require screenings that all newly enrolled children be screened in the areas of behavior; sensory (vision and hearing); and developmental within 45 days of entry into the program. All children are screened each year on ASQ-SE and ASQ-3 except children with IEP and attending inclusion classrooms who are screened only on ASQ-SE. ASQ-SE is a behavioral screening tool. ASQ-3 screens for communication, gross and fine motor skills, problem solving, and personal social skills. The results of these screenings will be shared with you at which time the staff will discuss if there is any concern that might need further assessment.
Student Transition from Preschool to Kindergarten
Transition is a process, not a one-time event. Head Start supports parents in preparing children for public school kindergarten by providing information, making connections, and bringing kindergarten teachers to speak with parents. Part of the second parent conference involves you in writing a transition plan for your child. There will be meetings for parents to share concerns, ask questions, and support each other during the months before your child enters public school.
Throughout the school year, your child will be learning school readiness skills including social skills, which prepare him/her for kindergarten. Teachers will be discussing your child's growth during home visits and parent conferences, so that you can follow your child's progress in skills such as getting along with others, listening, hand-eye coordination, learning the alphabet, counting, and using words to express feelings or ideas.
Classroom transition activities will be provided so that children can visit a kindergarten classroom, learn about kindergarten behaviors, expectations, and express feelings about going to kindergarten.
Students with Individualized Education Program (IEP)
If your child has an IEP, it is important that you discuss his/her transition to kindergarten with the speech therapist, special education teacher, and other specialists working with your child. Check in with them as soon as services have begun in the program year (preferably before the winter break) as well as close to the time when a transition IEP will be held to determine services for your child in the upcoming year.
